Exploring pedagogical translanguaging strategies in ESL primary classrooms: enhancing reading comprehension in multilingual learners

Abstract

This study examined how Grade 4 ESL teachers in Namibian primary schools employ translanguaging strategies to enhance reading comprehension among multilingual learners. Grounded in translanguaging theory, schema theory, and reflective practice, the research highlights the intentional integration of learners’ mother tongues (e.g. Oshindonga) with English to scaffold understanding, foster metalinguistic awareness, and affirm linguistic identities. Using a qualitative case study design, the study engaged five teachers through classroom observations, interviews, and document analysis. Key findings reveal dynamic strategies such as multimodal code-switching, lingua receptiva (flexible language responses), and peer-mediated language brokering, which collectively create inclusive and cognitively enriching learning environments. These practices challenge monolingual ideologies in ESL instruction, demonstrating that using learners’ full linguistic repertoires enhances comprehension and academic confidence. The study also identifies tensions between teachers’ pedagogical beliefs and policy constraints, underscoring the need for systemic support. Implications include advocating for flexible bilingual pedagogies in teacher training and language policy reform, particularly in transitional educational contexts like Namibia, where abrupt shifts to English-medium instruction often hinder literacy development. By centering teachers’ adaptive practices, this research contributes to broader discussions on equitable, context-sensitive approaches to multilingual education in postcolonial settings.

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